ED5970 - Teachers as Leaders for Learning and Change

Limited to students enrolled in the Master of Teaching and Learning (Primary)

In readiness for transition into the profession, the aim of this subject is to develop graduate student teachers' agency in decision-making for student learning. In this subject, graduate student teachers will focus on developing capacity to make robust and ethical decisions with a view of teachers as leaders. Through analysis of past and present professional experiences, graduate student teachers will demonstrate autonomy, expertise and responsiveness in making evidence-informed decisions to maximise student learning. Graduate student teachers will be able to articulate their approach to supporting and leading classroom, school and community goals through a variety of practical actions such as planning that is responsive to student needs, differentiation and assessment. The subject assures graduate student teachers' capacities to articulate and justify their practice that meets the Australian Professional Standards for Graduate Teachers in and beyond a classroom setting.

Learning Outcomes

• apply an advanced and integrated understanding and application of teacher professional knowledge, practice and engagement with the view of teachers as leaders who take individual and collective responsibilities to support students of diverse backgrounds;
• critically review regulatory requirements, ethical principles and, where appropriate, cultural frameworks, to work effectively, responsibly and safely in diverse contexts;
• demonstrate autonomy, expert judgement, adaptability and responsibility as a practitioner in teacher professional practice;
• design, implement and evaluate curriculum, assessment and differentiated learning opportunities, with a view to enhanced learning outcomes for all students, including those from diverse cultural, linguistic and socio-economic backgrounds and with specific learning needs;
• demonstrate agentic dispositions that articulate a positive vision of the profession, engage actively in collaborative practices about learning, teaching and leading.

Subject Assessment

• Written > Action plan - (20%) - Individual
• Performance/Practice/Product > Portfolio - (50%) - Individual
• Other - marking student work sample 10%, guided discussion 10%, reflection/ reflective task 10% - (30%) - Individual.

Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.